THE HOPE: “Reading makes all other learning possible. We have to get books into our children’s hands early and often.”

President Barack Obama

Research Findings

A proven early literacy intervention.

What distinguishes Reach Out and Read from other interventions
is its large and growing evidence base. Since 1991, the Reach Out
and Read model has been studied by academic investigators in a
variety of settings, providing an extensive body of peer-reviewed
research on the effects of the program. The body of published
research supporting the efficacy of the Reach Out and Read model is
more extensive than for any other psychosocial intervention in
general pediatrics. Additional studies that address language
outcomes in children are in progress.

Key Findings

Parents served by Reach Out and Read are up to four times more
likely to read aloud to their children.

Reach Out and Read reaches the child through effectively
teaching the parent to start lifelong learning in the home.

During the preschool years, children served by Reach Out and
Read score three to six months ahead of their non-Reach Out and
Read peers on vocabulary tests. These early foundational language
skills help start children on a path of success when they enter
school.

In addition, the American Academy of Pediatrics has declared
literacy promotion to be an "essential component of pediatric care"
for all children, referencing Reach Out and Read as an effective
intervention to engage parents and prepare children to achieve
their potential in school and beyond.
Read the AAP's literacy promotion statement.

Complete Studies

Mendelsohn et al., Pediatrics
High-risk urban families participating in Reach Out and
Read read more frequently to their children.
Children exposed to Reach Out and Read had higher receptive
language scores (mean: 94.5 vs. 84.8) and expressive language
scores (mean: 84.3 vs. 81.6). Increased exposure to
Reach Out and Read led to larger increases in language
scores (receptive and expressive). Read the
complete study.
(PDF)

High et al., Pediatrics
Families participating in the Reach Out and Read model
were more likely to read to their
children (4.3 vs. 3.8 days/week), and their toddlers'
receptive and expressive vocabulary scores were higher, even when
adjusting for parental education, foreign-born status, and language
proficiency. Read the complete study. (PDF)

Needlman et al., Ambulatory Pediatrics
In a multicenter study, families exposed to Reach Out and Read
were more likely to report reading aloud at
bedtime, to read aloud three or more days per week,
mention reading aloud as a favorite parenting activity, and own 10
or more children's books. Read the complete study.
(PDF)

Theriot et al., Clinical Pediatrics
Among children aged 33 months to 39 months attending a well-child
clinic in Louisville, KY, expressive and receptive language scores
were significantly associated with both the number of Reach Out and
Read-enhanced well-child visits they had attended, and with the
number of books purchased for them by their
parents. This finding supports a "dose effect" for the
Reach Out and Read intervention: the more Reach Out and Read, the
higher the score. Read the complete study.
(PDF)

Weitzman et al., Pediatrics
In a study using direct observation of children's homes,
parents were more likely to read aloud to their
children and enjoy reading together when their families
had more encounters with the Reach Out and Read program. Read the
complete study. (PDF)

Diener et al., Journal of Community Medicine and Health
Education
This study showed that a small sample of Latino children who
participated in Reach Out and Read from six months of age had
average or above average literacy skills by the end of
kindergarten, as well as high-quality home literacy
environments. Read the complete
study. (PDF)

Silverstein et al., Pediatrics
English and non English speaking families who participated in the
Reach Out and Read model increased their weekly
bedtime reading, and more parents reported reading as
their own or their child's favorite activity. For non English
speaking families the number of children's books in
the home also increased as a result of the Reach Out
and Read model. Read the complete study.
(PDF)

Sharif et al., Journal of the National Medical
Association
Children participating in Reach Out and Read
had higher receptive vocabulary scores
(mean: 81.5 vs. 74.3). They also had higher scores on the Home
Literacy Orientation (measured reading to child and number of books
in the home) than children not participating in Reach Out and Read.
Read the complete
study. (PDF)

Sanders et al., Archives of Pediatrics and Adolescent
Medicine
Hispanic parents participating in Reach Out and Read
were more likely to report reading to their
children compared to other parents. When parents read more
frequently to their children, they were also more likely to read
frequently themselves. Read the complete
study. (PDF)

Golova et al., Pediatrics
Hispanic parents whose children had received bilingual books,
educational materials and literacy-promoting anticipatory guidance
were more likely to report reading books with their
child at least three days/week (66% vs. 24%) and
report that reading books was one of their three favorite things to
do with their child (43% vs. 13%) than parents in a control group.
Parents participating in the Reach Out and Read model intervention
also tended to have more books in the
home (for children and adults). Read the
complete study.
(PDF)

High et al., Archives of Pediatrics and Adolescent
Medicine
Parents whose children (< three years) had received books and
educational materials during well-child visits were more likely
than parents in a control group to report that
they shared books with their children, and to
cite sharing books as a favorite activity or a child's
favorite activity. Read the complete
study. (PDF)

Needlman, et al., American Journal of Diseases of
Children
Parents who had received a book as part of Reach Out and Read
were more likely to report reading books with their
children, or to say that reading was a
favorite activity. The benefits of Reach Out and Read were
larger for families receiving Aid to Families with Dependent
Children. Read the complete
study. (PDF)

Jones et al., Clinical Pediatrics
Parents participating in Reach Out and Read were more
likely to rate their child's pediatrician as helpful than
those not participating. Pediatricians in the Reach Out and Read
group were more likely to rate parents as receptive than those in
the non-Reach Out and Read group. Mothers in the Reach Out and Read
group were two times more likely to report enjoyment in reading
together with their child than those in the non-Reach Out and Read
group. Read the complete study.
(PDF)

King et al., Academic Pediatrics
Successful implementation of the Reach Out and Read program was
related to the culture of the clinic. Staff at clinics that
struggled to implement Reach Out and Read found their jobs
burdensome and reported lacks in communication. Staff
at successful Reach Out and Read Sites worked as a team and
expressed strong commitments to their communities. Read
the complete study.
(PDF)

Byington et al., Journal of Health Care for the Poor and
Underserved
This qualitative study examined the thank-you notes sent to staff
at a Reach Out and Read clinic by Hispanic families. Families
expressed thanks for the books received, as well as the literacy
advice given by doctors and nurses. Many families believed that the
books and advice promoted the habit of reading and
demonstrated respect the staff held for the families and their
children. Read the complete
study. (PDF)